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By Gerda Weissmann Klein HILL AND WANG TEACHER’S GUIDE All But My Life by Gerda Weissmann Klein “Soul–searching and human . A moving personal testament to courage.” 272 pages • ISBN 978-0-8090-1580-1 — Herbert Mitgang, The New York Times TO THE TEACHER All But My Life is the unforgettable story of Gerda Weissmann Klein’s six-year ordeal as a victim of Nazi cruelty. From her comfortable home in Bielitz (present-day Biel- sko) in Poland to her miraculous survival and her liberation by American troops—in- cluding the man who was to become her husband—in Volary, Czechoslovakia, in 1945, Gerda takes the reader on a terrifying journey. Gerda’s serene and idyllic childhood is shattered when the Nazis march into Poland on September 3, 1939. Although the Weissmanns were permitted to live for a while in the basement of their home, they were eventually separated and sent to German labor camps. Over the next few years Gerda experienced the slow, inexorable strip- ping away of “all but her life.” By the end of the war she had lost her parents, brother, home, possessions, and community; even the dear friends she made in the labor camps, with whom she had shared so many hardships, were dead. Despite her horrifying experiences, Gerda Weissmann Klein conveys great strength of spirit and faith in humanity. In the darkness of the camps, Gerda and her young friends managed to create a community of friendship and love. Although stripped of the essence of life, they were able to survive the barbarity of their captors. Gerda’s beautifully written story gives an invaluable message to young people. It introduces them the twentieth century’s terrible history of devastation and prejudice, yet offers them hope that the effects of hatred can be overcome. PREPARING TO READ The questions, discussion topics, and assignments that follow will enrich your stu- dents’ understanding of All But My Life and significantly expand their knowledge of the Holocaust and the Second World War. Some of your students may have grand- parents who remember the war; some of these elders may have fought in the war, others may even be Holocaust survivors themselves. Encourage your students to in- terview older people who remember the war. Suggest they tape–record these inter- views and play them to the class. Students will also be interested in the HBO documentary on Gerda Weissmann Klein, One Survivor Remembers, which won the 1996 Academy AwardTM for Best Documentary Short. Videocassettes of this film (ISBN 1-55974-587-8) are available from Direct Cinema Limited, P.O. Box 10003, Santa Monica, CA 90418. Urge your students to watch the films and documentaries about Nazi Europe and the Holocaust which frequently appear on television. Have them relate the events that Gerda witnessed to events in our own culture. Could a holocaust happen again? Why, or why not? Current news stories could also be ap- plicable or of interest. Where else in the world are people being driven from their homes, terrorized, and starved? What is the rest of the world doing about it? UNDERSTANDING THE STORY BIELITZ (BIELSKO) 1. What historic event occurred on September 3, 1939? What was its immediate ef- fect on the Weissmanns’ lives? What was the Third Reich? 2. On the day of the Nazi invasion, Gerda’s parents ask her to telephone the other family members, but when she does so there is no reply (p. 6). Why not? Where have these people gone? 3.Why do Mr. and Mrs. Weissmann feel “relief and pride” (p. 6) when their chil- dren insist on staying with them? 4.Why don’t Gerda’s parents react when the carpet begins to burn (p. 8)? 5.Why does Gerda’s brother, Arthur, slap her (p.8)? 6.Why does the “drunken, jubilant mob” in Bielitz believe it has been liberated (p. 9)? 2 7. When one of Arthur’s classmates tells him that young Jewish boys are being mur- dered in the camps, Arthur says, “Nonsense” (p. 17). Why doesn’t he believe this? 8. The night before Arthur leaves home, he sits at his desk “looking through the mementos of his youth” (p. 18). What thoughts do you think are going through Arthur’s head? 9. Why does Zeloski, the baker’s delivery man, use the past tense when he speaks of Arthur (p. 19)? Why does Gerda say, “I hate you”? 10. Why doesn’t Arthur want his family to accompany him to the station? Why doesn’t he turn around as he leaves the house? 11. Why does Mrs. Weissmann decide to visit the cemetery after Arthur leaves home? 12. What does the young man tell the concert audience at the resort of Krynica? Why is he carried away by the police? Do you think he really is a maniac? 13. Why does Mr. Weissmann decide that the family should sell all of their be- longings? What words would you use to describe Gerda’s feelings after the sale? 14. What does Gerda’s father have in mind when he says, “Whatever you are think- ing now is wrong” (p. 32)? What promise does Gerda make to him at this moment? 15. What does Gerda mean when she says that Niania is an “old Austrian” (p. 34)? Who was the Emperor Franz Josef? 16.Why doesn’t Gerda tell her parents about her conversation with Arthur’s friend Peter, even after they discover that Arthur is still alive? 17.What does it mean to the Polish Jews that the Germans have violated their pact with the Russians (p. 46)? What will it mean to Arthur? 18.Why is Gerda not able to summon a doctor the night her father has a heart at- tack? 19. What does Ulla represent to the young Gerda? Why does Gerda decide to learn English, despite the danger of doing so? 20. What is Gerda’s initial reaction to Abek? Does she feel positive, negative, or un- certain? 3 21. How are Gerda’s life and character affected by the terrible letter from Erika? What changes have the dreadful events wrought on Erika’s own character? “I want to kill, just kill,” she writes (p. 70). Would you say that acts of hatred engender more hate? 22. How does Gerda deduce Arthur’s changing state of mind from his letters? 23. In April 1942, the Jews in Bielitz are ordered to move to the quarter near the railway terminal, which would become their “ghetto.” What does the word ghetto mean? What was its original meaning, and what has it come to signify today? 24. Why does Gerda “despise” Niania when she goes to say goodbye (p. 75)? 25. Why do Gerda’s parents refuse to look back at their old home when they leave for the ghetto? Why does Gerda choose to look back? 26. Why are Gerda’s parents in better spirits when they arrive in their ghetto apartment? 27. What does Aussiedlung mean? Why is the word so resonant for the Bielitz Jews? 28. What does Judenrein mean? 29. How would you describe the farewell Gerda’s parents take of one another: joy- ful, sorrowful, or a combination of the two? What legacy do they leave the young Gerda? 30.Who is Merin? Why does he say to Gerda, “Are you crazy?” (p. 90)? Why does he throw her back on the truck and say, “You are too young to die” (p. 91)? Is it be- cause he pities her and wants to save her life, or because, as a worker, she will be use- ful to the Nazi State? 31.Why does Gerda walk away from her mother without looking back? SOSNOWITZ 1. “Now I have to live,” Gerda reflects on the train (p. 95). What reasons does she give for wanting to live? 2.What is the Militz? How does it differ from the ordinary police force? Why does the Militz Commander feel so hostile toward his own race? Why does he agree to give Gerda her permit? 4 3. Why is Abek’s family so generous and hospitable to Gerda? What is Gerda’s reaction to their kindness? 4. What is a Dulag? 5. Who are the “living skeletons” Gerda meets in the Dulag? Where are they to be sent? 6. Why does Gerda refuse the working card and decide to move on to the camp? What does her decision have to do with Abek? Why doesn’t she want any “special privileges” (p. 107)? 7. During the train ride to the camp, why does Suse Kunz say that she feels “pretty good, in spite of everything” (p. 113)? Does this statement reflect Gerda’s mood? BOLKENHAIN 1. Who is Frau Kügler? 2. Bolkenhain is Gerda’s first view of the “homeland of Nazism” (p. 114). How do the Germans there seem different from those she observed in Poland? What is “pro- paganda,” and what effect has it had on the German people’s preconceptions about Jews? 3. Who is Mrs. Berger? What does she imply in her short speech to the young women (p. 116)? Do you believe that her methods for dealing with the prisoners were good ones? Do you find her a sympathetic character? 4. Why does the moon become Gerda’s “loyal friend”? What does the moon signify to her? 5. Why do the inmates of Bolkenhain have to wear three stars? Why is it necessary that they be identified as Jews from every angle? 6. Who is Meister Zimmer? How do his attitude and behavior differ from those of Frau Kügler? 7.
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